{"id":8230,"date":"2017-10-11T08:00:22","date_gmt":"2017-10-11T12:00:22","guid":{"rendered":"http:\/\/www.coreeducationllc.com\/blog2\/?p=8230"},"modified":"2017-10-06T11:27:50","modified_gmt":"2017-10-06T15:27:50","slug":"america-needs-teachers-color-selective-teaching-profession","status":"publish","type":"post","link":"https:\/\/www.coreeducationllc.com\/blog2\/america-needs-teachers-color-selective-teaching-profession\/","title":{"rendered":"America Needs More Teachers of Color and a More Selective Teaching Profession"},"content":{"rendered":"

\"\"<\/a>Recently the Center for American Progress released an article exploring the diversity and talent of the American teacher workforce. Excerpts appear below: \u00a0<\/span><\/p>\n

This report examines the case for making candidate diversity and ability equally important criteria in the recruitment and selection of teachers. Looking at available evidence, the report shows that rigorous recruitment and thoughtful selection processes can achieve increased diversity and selectivity simultaneously. It also includes examples of states, institutions, and organizations that have done an exemplary job of setting a high bar for admission and ensuring the diversity of their teacher candidates and the emerging teacher workforce.<\/span><\/p>\n

Some of the programs that have done an exemplary job of supporting both teacher selectivity and diversity followed paths that can provide lessons for others to emulate. First, these programs have established a selective but reasonably flexible bar for academic standards supplemented by factors such as behavioral competencies that are thought to predict success in the classroom. Second, they have greatly expanded their candidate pools via high-touch recruitment efforts that seek out and support people of color. <\/span><\/p>\n

Based on these two principles and other lessons from the authors\u2019 analyses, the following recommendations are made for state leaders and policymakers and for traditional and alternative teacher preparation programs.<\/span><\/p>\n

State leaders and policymakers<\/b><\/h4>\n

Increase the potential pipeline of teachers of color by increasing the college readiness and high school graduation rates of students of color. <\/span><\/p>\n

Institute a process of regular review and recertification, similar to New York\u2019s, that requires programs to meet a high bar in order to attain recertification. This process should:<\/span><\/p>\n